An Experimental Study On The Integrated Learning Of Chinese Among Sixth Grade Students

To meet the needs of the development of a knowledge economy era,reduce the learning pressure on students,improve the learning efficiency of students,and explore an efficient learning style are of great theoretical and practical significance for adapting to the society of learning.Learning is not only a cognitive process where individuals acquire knowledge,but also a metacognitive process where individuals self-monitor and regulate the cognitive process.Therefore,as a comprehensive learning style,integrated learning emphasizes the psychological mechanism of learning with a highly integrated metacognition and cognition.Integrated learning refers to the process of cognitively integrating learning materials under the influence of metacognition to achieve an efficient and in-depth understanding of knowledge.This study selects the sixth grade students of a randomly selected primary school in Fuzhou as the experimental object,and uses a combination of class teaching experiment and case study to explore whether the integrated learning course of elementary Chinese education can improve the integrated learning ability,metacognition,and learning performance of students.Study 1 selects two sixth-grade classes with no significant difference,adopts the quasi-experimental design of pre-test,instant post-test,and delayed post-test,and develops a three-month integrated learning and metacognition-related course experiment of elementary Chinese education.During this experiment,eight hours of an integrated learning and metacognition-related course are given to the experimental class once a week;while no intervention is conducted in the control class.One month after the end of the course,a delayed post-test are conducted within both classes.A comparative analysis is conducted according to the test scores and learning performance shown in the “Integrated Learning Questionnaire for Primary and Middle School Students” and “Questionnaire of Children’s Metacognition” to study the impact of integrated learning and metacognition-related course of elementary Chinese education on sixth grade students and analyze the promotion effect on students with different learning abilities.In the second study,students with the most Chinese learning difficulties(25%)in the experimental class are selected,among whom a case study of integrated learning of Chinese education is further conducted.Based on the results of the questionnaires,the learning performance of Chinese education,and the content of qualitative analysis,the positive impact of the course on the learning performance of students with Chinese learning difficulties is studied.This study selects a combination of quantitative and qualitative research,and the main conclusions are drawn as follows:(1)The integrated learning and metacognition course of elementary Chinese education can improve the integrated learning ability,metacognition,and learning performance in the Chinese education among sixth grade students,but the effectiveness can only be tested out in the delayed post-tests.About integrated learning,the experimental class has no significant difference between pre-test and instant post-test scores,and the delayed post-test score is significantly higher than the pre-test and instant post-test scores;the control class has no significant difference in the three tests.About metacognition,the experimental class has no significant difference between pre-test and instant post-test scores,and the delayed post-test scores are significantly higher than pre-test and instant post-test scores;the control class has no significantly difference between pre-test and instant post-test,as is pre-test and the delayed post-test.And the delayed post-test scores are significantly higher than instant post-test.About Chinese course performance,there is a significant marginal difference in the learning performance of the experimental class and the control class in the instant post-test,but there is no significant difference in the delayed post-test.(2)The average students are the most ones benefiting from the integrated learning and metacognition course of elementary Chinese education.In terms of integrated learning and metacognition,there is no significant difference in the scores of average students in pre-test and instant post-test,and the scores of delayed post-test are significantly higher than the scores of pre-test and instant post-test.(3)Case-based instruction for the integrated learning of elementary Chinese education can improve the integrated learning ability,metacognition,and learning performance of students with Chinese learning difficulties.